International Journal of Pedagogics
305
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue06 2025
PAGE NO.
305-308
10.37547/ijp/Volume05Issue06-82
Methods of Organizing the Continuous Education System Based
on Corporate Education
Bazarbay Avezov
Docent, NSPI Department of technological education, Uzbekistan
Received:
25 April 2025;
Accepted:
21 May 2025;
Published:
23 June 2025
Abstract:
This article serves to improve the quality of education by creating new opportunities in the
implementation of innovative forms of organizing education based on a corporate approach to the education
system of higher educational institutions.
Keywords:
Corporate education, professionalism, multifunctionality, mobility and professional potential,
professional experience, individual education, level of adaptation, level of competence, creative center, scientific
resources.
Introduction:
Today, the corporate education system
plays an important role in the economy and
production, as well as in the system of continuous
education. The corporate education system includes
the following important functions:
- engagement in self-education;
- reaching the essence of education with life experience
and professionalism;
- bringing the content of education to order and
discipline;
- understanding of education based on the professional
needs of production and taking into account the
interests of specialists, i.e., taking into account their
professional functions, including service status (all
rights and obligations) and personal qualities.
Corporate education is a part of the education system,
which reflects multifunctionality, mobility, and
professional potential in relation to the education
system.
It should also be noted that corporate education is
often focused on the final result, solving many
professional problems; flexibility in this regard is a tool
that contributes to solving the problems of the Code of
Administrative Responsibility and the further
development of specialists in carrying out many
calculations and collection.
Today, one of the main goals is the harmonious
combination of the development of science,
information technologies, economics, and production
with the corporate education system. At the same
time, the application of corporate educational methods
in higher educational institutions contributes to the
training of specialists with strong professional
experience among students, which indicates the
readiness of experienced specialists in production and
in changing socio-economic situations.
On this issue, many scholars try to avoid answering and
approach didactics superficially. This, in turn, is
reflected in scientific and methodological manuals as a
non-separation of the concepts of educational activity
and educational method, that is, as a synonym. But in
science, they differ from each other. "Method" and
"organizational form" are often interconnected, but in
the process of their comparison, their differences are
noticeable.
According to educators, education:
The organization of education refers to the level of
organization of education.
Outwardly, lessons should be meaningful in terms of
content, based on their purpose. As can be seen,
lessons can be similar in appearance, but the method
of their organization and structure can also differ from
each other.
Now lessons can be conducted not only in the
classroom, but also in the form of excursions, and, of
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
course, the purpose of the excursion lesson is the
location of the excursion. Of course, regardless of how
these lessons are conducted, they should be conducted
logically and understandably.
For example, the first excursion lesson, on the one
hand, is aimed at mastering new material, and the
second can be considered as a method of applying the
assimilated material in practice.
As can be seen, the first and second excursion lessons
clearly differ from each other and can be organized in
different ways.
1. Pre-employment training - the employee is provided
with all information before arrival at the workplace;
2. Educational preparation - the worker studies the
company's trends.
3. Adaptation period - the period of daily formation of
the work process;
4. Period of increasing the professional and
competency level (continuous education).
All the above-mentioned stages have their own specific
form of education. For example, before starting work,
the manager must convey instructions to the new
employee, and to increase the level of professionalism
and competence, the employee must undergo serious
preparation. For this reason, in most cases, the worker
is sent to various lectures, seminars, trainings, master
classes, courses, and other types of scientific events.
The training period can last from several hours to
several months.
Seminar - this is a form of education in which a number
of theoretical knowledge and related issues are given.
This format facilitates the exchange of practical and
technical knowledge between participants.
Materials on a narrow topic will be presented at the
seminar, and their unclear aspects will be considered;
- Professional level is implemented in a systematic form
of knowledge, based on a competent and correct
approach to the issue;
- Small group workers can also improve their
knowledge in this way;
- Knowledge exchange occurs with colleagues from
other companies;
Depending on the module topic (taking into account
the structure and thematic topic), several seminars can
be conducted.
The task of the training is to analyze the behavior of
participants and improve their skills in accordance with
the educational goals. Targeted skills are implemented
here through personal experience, various exercises,
games, and assignments. The amount and range of
theoretical material taught in the training is relatively
small, but during the lesson, the students must fully
master the given experience. Therefore, all participants
in the training are expected to actively participate in
the learning process. Usually, the training focuses on
each participant and their problems and solutions are
implemented only in small groups: usually the number
of participants is 10-15 people.
Master class
Master class is derived from English, where master
means the best in a field, class means lesson). The
master class belongs to the seminar format, in which
participants implement their practical skills through
various methods or technologies. A master class differs
from a seminar in that the specialist conducting the
master class explains what methods and technologies
should be applied in practice.
The master class often includes the following topics:
- Review of production technologies and current
problems;
- Application of production technologies in practice and
consideration of various areas;
- The application of author's production technologies
and methods in practice, and similar pressing issues are
considered.
Master class tasks:
1) conveying their knowledge to the audience in
various ways through the practical participation or
direct description of the master specialist;
2) solving problems posed in the master class program
using various methods;
3) development of a master class reflex in cooperation
with the students of the master class program;
4) Assistance to other master class students in
developing their own program and in the direction of
independent learning.
1. Awarding a specialist their professional class is
carried out in the following cases:
- Brief description of the main ideas of the
technologies;
- The achievements of the work are highlighted;
- The effectiveness of the workers is proven and the
effectiveness of the technology is shown;
- The problems and relevance of the master class work
are identified.
2. Introduction of a system of training sessions:
The lesson system is presented within the framework
of presentation technologies;
- The main work of a specialist, that is, he carries out his
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
work in the form of a presentation to the audience.
3. Organization of simulation games:
- A specialist shares their basic knowledge by
demonstrating it to their listeners;
- Listeners simultaneously portray two roles: listeners
and experts in an open lesson.
4. Modeling:
- Students carry out independent work using specialist
technology (method);
- The specialist acts as a consultant and manages the
independent work of the students;
- The specialist discusses the results of independent
work with the students.
Reflection:
- The results of the conducted training sessions will be
discussed with the specialist and students.
Probability model for organizing a master class.
Steps in master class work
1. Organization.
Formulating goals and objectives.
2. Main section.
Content of the master class and its main part:
development of an action plan in the sequence of
topics and their implementation.
3. Implementation of the completed work.
Concluding word.
Analysis of the situation by criteria:
- Mastering general types of activities;
- Development of reflexive abilities;
- Development of a culture of communication.
A master class is one of the effective forms of
professional active learning.
Conditions for effective work of master class
participants:
- Encourage conscious activity of all participants
participating in the master class;
- Increasing the level of theoretical and methodological
training of participants;
- Development of training based on the scientific
activity of students and specialists;
- Reflection of the process of reflection by the students
and the specialist during the practice.
In order to increase the cognitive activity of all
participants in the master class, three conditions must
be created in this form of education.
1. Provides motivation and the emergence of a need for
a certain activity.
2. By forming a passion for knowledge and planning,
the student also develops skills in the field of self-
control.
3. In the master class, each student takes an individual
approach, and each student monitors the positive
results of their educational activities.
Scientific and pedagogical control is ensured on the
basis of compliance with the following basic
requirements:
- Observation is carried out according to a pre-planned
plan in accordance with a clearly defined goal;
- In the process of analyzing the results of planned
observations, answers to certain necessary questions
are found;
- The number of characteristics is minimal and must be
clearly indicated in the plan;
If the observer noticed errors during observation, they
must correct them. The control process must be carried
out carefully.
Such events are pedagogically effective, allowing
university students and production specialists to
familiarize themselves with innovative technologies.
The main goal of the innovative type of education is to
train university students as ready specialists as
possible.
In pedagogical literature, the concept of "being
progressive" is covered differently. Such innovative
activities can be effective for students and specialists in
pedagogy. The main goal of the innovative form of
education is to further improve the level of
professionalism of students and specialists at the
corporate level.
Advancement competence is implemented in three
aspects:
- advanced training of specialists in modern production
conditions;
- training of specialists in new advanced professions;
- formation of independent learning of the individual,
in which the specialist not only acquires new
knowledge, skills, and information, but also helps to
apply this knowledge in the future work process and
master new technologies or communicate with other
manufacturers.
However, today there are a number of obstacles to the
full formation of innovative education for university
students.
Firstly, the implementation of textbooks on modern
technologies in higher educational institutions, their
selection, analysis, and editing, as well as their
International Journal of Pedagogics
308
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
publication, requires some time (and in some cases, a
lot of time).
Secondly, due to the lack of experience of university
teachers
in
production,
service,
and
other
organizations, in many cases, university students are
not sufficiently taught about important production
technologies, and therefore, this knowledge is not fully
covered in textbooks.
Thirdly, due to financial constraints in higher education
institutions, production journals are often in shortage
in libraries.
Fourthly, finding information about new production in
open sources on the Internet is a complex issue, since
the latest technical and know-how innovations are
often not widely available due to fierce competition
among manufacturers. Licensed developments are also
often inaccessible to university students due to
financial constraints.
It is known that production materials, equipment, and
innovations in the field of production are often
presented at exhibitions, conferences, congresses, and
forums.
Therefore, we can consider innovative educational
technologies as a new educational direction.
CONCLUSION
In conclusion, if the educational process in higher
educational institutions is organized on the basis of a
corporate approach, then it is advisable for specialists
to further expand the possibilities of providing quality
education based on their experience.
REFERENCES
U. Tolipov va boshqalar «Umumiy o'rta talim
maktablari va maktabdan tashqari muassasalar
tugarak raxbarlari uchun namunaviy dastur» T, TDPU
2003y
Yuldoshev J.G.,Usmonov S. Pedagogika texnologiya
asoslari-T.2004y.
S.Boltabaev va boshqalar «Mehnat va kasb talimi
metodikasidan o’quv mashģulotlari» Uslubiy
qóllanma 2002y
Соцобраз:
мастер
классы.–Режим
доступа:
wiki.pskovedu.ru/index.php Мастер
-
класс.
